The state of assessment organization in the educational process of educational institutions in Kyrgyzstan

In the learning process, evaluating a student's academic performance is considered one of the teacher's difficult tasks. The teacher must objectively and successfully organize the assessment. To do this, the teacher must have the knowledge, skills and experience of assessment. The article analyzes how school mathematics teachers organize assessment in the learning process. By visiting the classes of mathematics teachers, it was revealed which assessment methods they use in the classroom, how they assess the level of readiness of students when performing tasks. As a result, it turned out that the assessment is based on the subjective opinion of the teacher, through assessment it is possible to determine only the reproductive knowledge of students. When analyzing the evaluation activities of teachers of individual higher educational institutions of the republic, it was found that the modular rating system of education adopted at the educational institution serves as the basis for the assessment. In the current control, students' academic performance is assessed using various forms of assignments. It is noted that the final control is the basis for assessing students' academic performance mainly through test assignments, independent work, and oral answers to the exam. It has been revealed that diagnostic, formative and final assessments, which are modern types of assessment, are practically not used in both school and higher professional education. The article also examines the issue of preparing future mathematics teachers for the organization of pedagogical assessment. In order to study the formation of students' concepts of assessment, a questionnaire survey was conducted. The readiness of future mathematics teachers for evaluation activities was revealed by examining their awareness of the need for evaluation, their knowledge of the teacher's role in organizing evaluation activities, as well as their interest in organizing evaluation activities. As a result of the study, recommendations were made to improve the training of future teachers in pedagogical assessment.